東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Effects of collaborative reasoning o...

Willard, Catherine.

FindBook

Google Book

Amazon

博客來

Effects of collaborative reasoning on students' mathematics performance and numerical reasoning abilities.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Effects of collaborative reasoning on students' mathematics performance and numerical reasoning abilities./
作者:	Willard, Catherine.
面頁冊數:	197 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
標題:	Mathematics education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3703105
ISBN:	9781321747454

Effects of collaborative reasoning on students' mathematics performance and numerical reasoning abilities.
Willard, Catherine.

Effects of collaborative reasoning on students' mathematics performance and numerical reasoning abilities. - 197 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (Ph.D.)--Temple University, 2015.

Current reform efforts, which aim to improve the mathematics abilities of American citizens, call for mathematics instruction that emphasizes sense making, reasoning and argumentation. This study was conducted to understand the outcomes of Collaborative Reasoning, a reform-oriented instructional strategy, in seventh and eighth grade mathematics classrooms. An embedded, quasi-experimental, mixed-methods design was used to investigate: the effects of Collaborative Reasoning on students' mathematics performance, and the ways in which students' reasoning abilities change as a result of participating in Collaborative Reasoning. The quantitative results revealed statistically significant changes in mathematics performance from pre-test to post-test. Post-test analysis showed a statistically significant difference in assessment scores, with the treatment group out-performing their comparison group peers. The qualitative results of the study show that as a result of participating in Collaborative Reasoning sessions, students were choosing reasoning strategies that were more appropriate, were using appropriate reasoning strategies more consistently, and were better able to verbally explain their reasoning. Finally, it was found that as students participate in Collaborative Reasoning their discourse becomes less calculational and more conceptual in nature, and more students become active participants within small group discussions.

ISBN: 9781321747454Subjects--Topical Terms:

641129
Mathematics education.

Effects of collaborative reasoning on students' mathematics performance and numerical reasoning abilities.
LDR:02353nmm a2200277 4500 001 2066348
005 20151223084721.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781321747454
035 $a (MiAaPQ)AAI3703105
035 $a AAI3703105
040 $a MiAaPQ $c MiAaPQ
100 1 $a Willard, Catherine. $3 3181133
245 1 0 $a Effects of collaborative reasoning on students' mathematics performance and numerical reasoning abilities.
300 $a 197 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
500 $a Adviser: Kristie Jones Newton.
502 $a Thesis (Ph.D.)--Temple University, 2015.
520 $a Current reform efforts, which aim to improve the mathematics abilities of American citizens, call for mathematics instruction that emphasizes sense making, reasoning and argumentation. This study was conducted to understand the outcomes of Collaborative Reasoning, a reform-oriented instructional strategy, in seventh and eighth grade mathematics classrooms. An embedded, quasi-experimental, mixed-methods design was used to investigate: the effects of Collaborative Reasoning on students' mathematics performance, and the ways in which students' reasoning abilities change as a result of participating in Collaborative Reasoning. The quantitative results revealed statistically significant changes in mathematics performance from pre-test to post-test. Post-test analysis showed a statistically significant difference in assessment scores, with the treatment group out-performing their comparison group peers. The qualitative results of the study show that as a result of participating in Collaborative Reasoning sessions, students were choosing reasoning strategies that were more appropriate, were using appropriate reasoning strategies more consistently, and were better able to verbally explain their reasoning. Finally, it was found that as students participate in Collaborative Reasoning their discourse becomes less calculational and more conceptual in nature, and more students become active participants within small group discussions.
590 $a School code: 0225.
650 4 $a Mathematics education. $3 641129
650 4 $a Education. $3 516579
690 $a 0280
690 $a 0515
710 2 $a Temple University. $b Math and Science Education. $3 3181134
773 0 $t Dissertation Abstracts International $g 76-09A(E).
790 $a 0225
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3703105